Group items tagged

This activity allows itself to adapt to all sorts of different learners, because it gives everyone a chance to work at their own pace.  For example, fast finishers can work to see how many colors they can find in nature and document those observations in their journals.  Slower students can be allowed to take their time and focus on one or two colors.  This is perfectly fine as long as everyone is learning and participating. K.NS.1=Use a scientific notebook to record predictions, questions and observations about data with pictures, numbers or in words K.NS.6=Make and use simple equipment and tools to gather data and extend the senses.

2.2.3 Chart or graph weather observations such as cloud cover, cloud type and type of precipitation on a daily basis over a period of weeks. 2.NS.3 Generate questions and make observations about natural processes. Students who are having a hard time getting a handle on the concepts presented in this lesson could be given additional time.  Really, any adaptation you make to this activity for slower learners would be a good thing for all students, so additional pictures and resources should be shared with all students.  Time is the only thing I could think of that could become an issue for students, so slower students could be given more time and one-on-one teacher help for this activity.

Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5, 6.1.2, 6.1.3 

Expansion: This experiement could be expanded to fulfill all of the sixth grade nature of science standards with the addition of predictions, deliberate recording of observations, multiple tests, analysis and presentation of findings.  It could be expanded into a unit-long project.  

ESL: Cooperative learning and recording of data will help reinforce student understanding.  Full use of science procedures will reinforce the scientific method. 

These experiments should be conducted with a science notebook so students make predictions and observations, draw pictures, and record their findings. They are fun experiments to do in class, but they should be tied into a lesson about why the things happen in the experiment.  Like I have been noting in many of my science lesson activities, know your students and their capabilities and make sure that they understand what is going on.  Lessons that involve the student observing and note-taking in a science journal allow them to work at their own pace and according to their own abilities, so the nature of the assignment means that it is already adapted for all different learners. 5.NS.1 Make predictions and formulate testable questions. 5.NS.3 Plan and carry out investigations-often over a period of several lessons-as a class, in small groups or independently.

5.DP.3 Document the design throughout the entire design process. 5.DP.4 Select a solution to the need or problem.

2.4.3 Identify a need and design a simple tool to meet that need.

Standard: MA.3.1.15 2000, MA.2.1.12 2000, SCI.2.2.1 2010, SCI.2.2.3 2010

C.C. Standard: 2.MD.9

Expansion: Students could graph their weather findings over time and use those graphs to learn how to interpret data and predict future weather patterns.

ENL: ENL students can expand their weather and observational vocabulary through constant repetition of particular words and images.  The spinner is very visual, offering a graphic representation of the weather pattern they are recording. 

Standards: 6.1.1, 6.1.2, 6.1.3, 6.NS.1, 6.NS.2, 6.NS.4, 6.NS.10

Expansion: Have students predict what will happen to the paperclips when soap is added before they do it, then compare their predictions to their results.  Have them record and discuss their findings.  

ESL: Group cooperation will help students retain science vocabulary and understand more.  

Standard: 5.NS.3 - Observe and classify common Indiana organisms as producers, consumers, decomposers, predator and prey based on their relationships and interactions with other organisms in their ecosystem.

Extension: After playing game, students could break up into small groups and create their own food webs and food chains with animals and other living organisms of their choice.

Adaptation: Activity could be modified for ELL students by placing short definitions on the backs of their cards for "Consumer" and "Producer" so they can observe the relationship even if they don't know the words.

Pictures could be added to index cards for ELL students who struggle with the variety of animal names that they might not be exposed to yet.

This lesson could be extended in all sorts of directions, depending on what stage the children are in their learning.  For example, you could tie the lesson into other sorts of measurement and have students estimate how much the mitten can stretch. This lesson can be adapted for more accelerated students by allowing them to experiment with different mittens and gloves to see which is the most efficient at holding heat. 2.NS.3=Generate questions and make observations about natural processes. 2.NS.5=Discuss observations with peers and be able to support your conclusion with evidence.

5.4.2 Investigate the purpose of prototypes and models when designing a solution to a problem and how limitations in cost and design features might affect their construction.

Students could also extend the activity to see how different types of gloves and mittens hold heat, thereby deciding which is the most efficient.

2.4.3 Identify a need and design a simple tool to meet that need.

Standards: 6.NS.2, 6.NS.3, 6.NS.4, 6.NS.5

Expansion: In order to cover several other Nature of Science, students could be required to make predictions, record their results in a log, test their predictions through multiple tries, and then analyze the results.  

ESL: Students would be able to practice using the American standard measuring system with cooking, and have that reinforced.  

Standard: 1.NS.3 - Observe, describe and ask questions about living things and their relationships to their environments.

Extension: Students could maintain terrariums for various lengths of time, depending on the goals behind building the terrariums. Students could make representations of what they have observed over time in the terrariums.

Adaptation: ELL students could work with English Speaking students to bridge the language gap needed when following instructions for making terrariums. ELL students could also get support from English Speaking students when writing down what they observe, because it may be unfamiliar language. Graphs and charts could be made as a class, to keep track of height of plants and number of insects.

Standard: 3.NS.2 Identify fossils and describe how they provide evidence about the plants and animals that lived long ago and the nature of their environment at that time.

Extension: Students could create an fossil then research that prehistoric animal. Students could find out when they lived, how common the fossils are, and how they became extinct.

Adaptation: Students could work together in groups to make fossils if resources were limited. Students might make their own fossils, but then work in groups for the research component. This way the ELL and lower English speaking students could handle the research part of the activity.